Week 1 discussion DQ1 A 26-year-old female who has a history of obesity wants to begin an exercise program and is seeking information about how to improve her general health. a. How would you approach the concept of the physiology metabolism as an energy source? b. What is the best way to explain the body’s physiologic energy needs as it relates to exercise The Course Objective the guides your learning outcome is Course Objective 1 (CO1): Define cell/tissue function and general mechanisms of disease. DQ2 A 12-year-old adolescent boy has hemophilia A. His father and mother have requested a meeting, as they really do not understand how their son could have this disorder as neither one of them have the disease. a. What concepts of gene disorders should be discussed? b. What teaching would be necessary for the long term and short term? The Course Objective the guides your learning outcome is CO 2: Differentiate pathophysiology of genetic disorders. Week 2 discussion DQ1 You work in an Extended Living Facility with 122 residents which is experiencing a recent illness within the complex. Several of the residents have been experiencing the following symptoms over the past 3 to 5 days: fever, chills, diaphoresis, muscle aches and pains, cough, and loss of appetite.

Week 1 history of obesity

The Public Health Nurse visited the facility and suspects influenza A and recommends only those health care workers who have received the influenza vaccine to continue to work shifts with the residents. Callie works as a personal care attendant and has had her “flu shot” but she does not understand how this will help protect her from getting the flu. What type of immunity does the flu shot provide physiologically at the cellular level? How can you help Callie understand how her immune system is at work in this case. As the nurse, you must also consider the older adult population that is affected in this situation. Why is this important? DQ2 First, Please Watch This Video. Then Read the Case Study Below and Answer the Questions. Understanding Acid-Base Balance A woman brings her 77 year-old father into the clinic. She explains her father has been sleepy and has not wanted to eat because he has been feeling nauseated. She also tells you he has not been urinating very much. Upon assessment you find the patient is lethargic but arousable. The following are his laboratory results: Lab findings: Na 146 Cl 112 K 3.9 Arterial Blood Gases: pH 7.32 PCO2 33 HCO3 20 PO2 97 Urinalysis: Urine Specific Gravity 1.038 Based on these results, what specific electrolyte disturbance does the patient have? What clinical manifestations would the nurse expect to see with this electrolyte abnormality? What abnormalites of blood gas is/are seen in this patient? Provide a rationale for each result. What is your interpretation of this arterial blood gas? What is the patient’s anion gap? Please explain if it is decreased, increased, or normal. Provide a rationale for your response. Week 3 discussion Week 3 Threaded Discussion Question 1 of 2 1. Discuss circulatory failure (shock) and the pathophysiology of shock. Include the cellular responses and compensatory mechanisms of shock 2. Then choose one of the following types of shock and explain the pathophysiology, manifestations, and treatment: 1. Hypovolemic Shock 2. Cardiogenic Shock 3. Obstructive Shock 4. Neurogenic Shock

 

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.